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Co-TeachingCo-Teaching
Whittney SmithWhittney Smith
Adelphi University Adelphi University
Effective PracticesEffective Practices Co-Teaching ModelCo-Teaching Model
– Specialized support within the Specialized support within the heterogeneous, general education classheterogeneous, general education class
– Special education and general education Special education and general education teachers meet, plan, and teach togetherteachers meet, plan, and teach together
– Adaptations in materials, methodology, Adaptations in materials, methodology, presentation, and strategypresentation, and strategy
– Benefits students with disabilities, at-risk Benefits students with disabilities, at-risk students, and higher functioning students students, and higher functioning students simultaneously simultaneously
Six Examples of Cooperative Six Examples of Cooperative TeachingTeaching
Content Area Specialist – ObserverContent Area Specialist – Observer Content Area Specialist – FloaterContent Area Specialist – Floater Parallel TeachingParallel Teaching Station ApproachStation Approach Large Group – Small GroupLarge Group – Small Group Tag – Team TeachingTag – Team Teaching
Content Area Specialist - Content Area Specialist - ObserverObserver
Content Area Specialist presents material Content Area Specialist presents material to classto class
Special Educator makes purposeful Special Educator makes purposeful observations about a student or group of observations about a student or group of studentsstudents
Criteria is determined before-hand and Criteria is determined before-hand and discussed afterdiscussed after
Roles can be reversedRoles can be reversed
Content Area Specialist – Content Area Specialist – Floater Floater
Most frequently used co-teaching styleMost frequently used co-teaching style Content Area teacher delivers the material Content Area teacher delivers the material
while the special educator floats around the while the special educator floats around the room addressing individual needsroom addressing individual needs
Special educator also clarifies directions, Special educator also clarifies directions, asks questions, and facilitates the lessonasks questions, and facilitates the lesson
Roles can be reversedRoles can be reversed
Parallel TeachingParallel Teaching
Both teachers are presenting the material Both teachers are presenting the material simultaneously to a group of studentssimultaneously to a group of students
The groups can be divided either The groups can be divided either heterogeneously or homogeneouslyheterogeneously or homogeneously
This allows for a smaller student to This allows for a smaller student to teacher ratio and more individualized teacher ratio and more individualized attentionattention
Station ApproachStation Approach
A signal is needed to divide class timeA signal is needed to divide class time Each teacher is presenting a different Each teacher is presenting a different
portion of content material to a different portion of content material to a different groupgroup
At the signal, the groups switchAt the signal, the groups switch
Large Group – Small GroupLarge Group – Small Group
Either teacher can take either role (one Either teacher can take either role (one leads the small group and one the large)leads the small group and one the large)
These groups could be divided These groups could be divided homogeneously and one could leave the homogeneously and one could leave the roomroom
This may be beneficial if the content This may be beneficial if the content needs many adaptations or needs many adaptations or accommodations to meet the needs of the accommodations to meet the needs of the students with learning disabilitiesstudents with learning disabilities
Tag – Team TeachingTag – Team Teaching
This approach needs ample planning in This approach needs ample planning in order to be successfulorder to be successful
Models cooperation and teamwork within Models cooperation and teamwork within the classthe class
Each co-teacher will take over the lesson at Each co-teacher will take over the lesson at different timesdifferent times
Both voices are heard throughout the lessonBoth voices are heard throughout the lesson
Roles and Roles and Responsibilities in Responsibilities in
Co-TeachingCo-Teaching
Responsibilities of Inclusion Responsibilities of Inclusion Team MembersTeam Members
Plan CurriculumPlan Curriculum Adapt InstructionAdapt Instruction Deliver InstructionDeliver Instruction Assess Student ProgressAssess Student Progress Grade / EvaluateGrade / Evaluate Keep RecordsKeep Records Parent CommunicationParent Communication Create / Adapt MaterialsCreate / Adapt Materials Develop Instructional Develop Instructional
StrategiesStrategies
Facilitate Test Facilitate Test ModificationModification
Re-Teach / Reinforce Re-Teach / Reinforce LessonsLessons
Provide Emotional Provide Emotional SupportSupport
Create I.E.P.Create I.E.P. Implement I.E.P.Implement I.E.P. Create Behavior Create Behavior
Modification PlanModification Plan Implement Behavior Implement Behavior
Modification PlanModification Plan
Content Area Specialist
Special Educator Teaching Assistant Teacher Aide
Instructional StrategiesInstructional Strategies
Inclusion Classroom StrategiesInclusion Classroom Strategies
Course Outline / Unit Assignment GuideCourse Outline / Unit Assignment Guide Stick to a routine throughout the yearStick to a routine throughout the year Require students to use a three-ring Require students to use a three-ring
binder; make sure all handouts are hole-binder; make sure all handouts are hole-punchedpunched
Distribute inclusion students evenly in Distribute inclusion students evenly in classesclasses
Refrain from confronting students in Refrain from confronting students in front of the classfront of the class
Inclusion Classroom StrategiesInclusion Classroom Strategies
Be sure teachers and TA’s have copies of Be sure teachers and TA’s have copies of test modifications (Chapter 408)test modifications (Chapter 408)
Conduct notebook checks regularlyConduct notebook checks regularly Use graphic organizersUse graphic organizers Develop an interactive study guideDevelop an interactive study guide Assign critical vocabulary words and Assign critical vocabulary words and
concepts at the beginning of a unitconcepts at the beginning of a unit Write notes on board from left to rightWrite notes on board from left to right
Inclusion Classroom StrategiesInclusion Classroom Strategies
Survey the class before erasing notesSurvey the class before erasing notes Use an outline formatUse an outline format Write homework assignments Write homework assignments
consistently in the same place or utilize a consistently in the same place or utilize a weekly assignment sheetweekly assignment sheet
Provide review guides for examsProvide review guides for exams
Support Strategies for Support Strategies for Inclusion ClassroomsInclusion Classrooms
ArrangementsArrangements
Cooperative Cooperative Learning GroupsLearning Groups
Paired Reading / Paired Reading / WritingWriting
Reduced seat timeReduced seat time Specific seating Specific seating
arrangementarrangement Specific Behavior Specific Behavior
Plan/CuesPlan/Cues
Materials / EquipmentMaterials / Equipment
Books on tapeBooks on tape Videos, SoftwareVideos, Software Recorders (Ipods, Recorders (Ipods,
etc.)etc.) Communication aidsCommunication aids Computers / laptops Computers / laptops
(Neo)(Neo) CalculatorsCalculators
Curriculum AidsCurriculum Aids
Study GuidesStudy Guides Vocabulary ListsVocabulary Lists Main Idea Main Idea
SummariesSummaries Writing Process AidsWriting Process Aids Pre-Written NotesPre-Written Notes Graphic OrganizersGraphic Organizers
Learning LogsLearning Logs Organizational AidsOrganizational Aids Skeletal OutlinesSkeletal Outlines Highlight Reading Highlight Reading
MaterialsMaterials Multi-sensory Multi-sensory
PresentationsPresentations
Individualized SupportIndividualized Support
Facilitation (communication, movement, Facilitation (communication, movement, thinking)thinking)
Shortened / Modified AssignmentsShortened / Modified Assignments Oral TestsOral Tests Open Notebook TestsOpen Notebook Tests Re-word, Re-phrase Instructions/QuestionsRe-word, Re-phrase Instructions/Questions Picture CuesPicture Cues Multiple IntelligencesMultiple Intelligences
Parent InvolvementParent Involvement
What parents want…What parents want…
CommunicationCommunication– Parent open house meetingsParent open house meetings– Parent newslettersParent newsletters– Notes in the student’s plannerNotes in the student’s planner– Parent handbooksParent handbooks
Clear and concise homework assignmentsClear and concise homework assignments A “bag of tricks” to use at homeA “bag of tricks” to use at home Us to know their child’s learning style Us to know their child’s learning style
and I.E.Pand I.E.P
Evaluate the Inclusion Evaluate the Inclusion ModelModel
Student, teacher, parent questionnairesStudent, teacher, parent questionnaires ELA and Math Assessments (6ELA and Math Assessments (6thth, 7, 7thth, & 8, & 8thth
Grades)Grades) Social Studies and Science (8Social Studies and Science (8thth grade) grade) Continued collaboration and reflective Continued collaboration and reflective
practicepractice